- Conference Session
- International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors
- Collection
- 2012 ASEE International Forum
- Authors
-
Christina Kay White, University of Texas, Austin; Joules Webb, Transformation 2013 Texas STEM Center
- Tagged Topics
-
ASEE International Forum
knowledge and skills derived from standards Focuses on helping students acquire deep understanding of the ‗big idea‘ or ‗foundational skill‘ critical to their future learning Students integrate knowledge and skills from two or more of the STEM subject areas, at least one of which must be the ‗T‘ or ‗E‘ in STEM Connections to Non-STEM Disciplines Connects STEM knowledge and skills with non-STEM disciplines Includes instructional support for quality performance in non-STEM Discipline (ex: Teaching/assessing quality technical writing) Page 17.27.8
- Conference Session
- Reception & Poster Session
- Collection
- 2013 ASEE International Forum
- Authors
-
Kwadwo Osseo-Asare, Penn State University; Victor A Atiemo-Obeng, The Dow Chemical Company (Retired)
- Tagged Topics
-
ASEE International Forum
- gineering, Boston University since 2009. He is been an International Associate, National Institute of Science and Technology for Mineral Resources, Water, and Biodiversity, Federal University of Minas Gerais (UFMG), Belo Horizonte, Brazil (INCT Acqua; since 2009. He writes a blog on AqueouSolutions (http://www.aqueousol.blogspot.com). Sample postings include the following: If You Educate a Girl, Page 21.16.1 Part IX, Aug. 8, 2011. Minerals as Materials, Materials as Minerals, Part 2, Feb. 1, 2010. Conversations about Mineral Industry Education: Prof. Richard Amankwah of UMaT, Ghana, July 13, 2009. Materials
- Conference Session
- Reception & Poster Session
- Collection
- 2013 ASEE International Forum
- Authors
-
Ruth Rodriguez Gallegos, Tecnológico de Monterrey
- Tagged Topics
-
ASEE International Forum
of potential variables to study. It aims to highlight the step in the diagrammodeling the “real” situation or pseudo-concrete (Text of the exercise) to a graph / qualitativerepresentation of the evolution of the amount of interest.Part II: Idenitification of the Mix Mathematical Model in its analytical representation (DE).Through the writing of the activity, the students are guided in the theoretical explanation of thetank model (chart-> DE). What is mainly discussed is the way in which the concentrationchanges over time according to the law of conservation of matter. In this step, based on themodeling diagram, the student goes from the Pseudo Concrete Model (statement) to the physicalmodel (diagram tank) and / or the "virtual physical